Condoleezza Rice Essay - 3360 Words

Condoleezza Rice At this point in time the name and image of Condoleezza Rice is commonplace among the majority of informed Americans. As the first female to serve as the National Security Advisor to the President of the United States, Dr. Rice was propelled even further into the spotlight following the attacks on America on September 11th 2001. I too, like most Americans, saw a lot more of Condi, as she is known by her many friends and colleagues, after September 11. Clearly she was intelligent and always remained calm and poised in the face of adversity and standing before the cameras. I also noticed and appreciated her articulation and was even moved by what seemed like her stoic yet compassionate presentation. It was not until†¦show more content†¦Julia’s ability to read and desire to better herself and her children served as a hallmark for the Rice family legacy. It was Julia’s son John who became the first Rice to leave the farm and head and pursue a college career. Condi even discussed her â€Å"Granddaddy Rice† and his journey in 1918 to Stillman College in Alabama in her speech at the Republican National Convention. Upon the completion of his program at Stillman, John was ordained as a Presbyterian minister and according to Condi, the Rice’s have been â€Å"Presbyterian and educated ever since†. John eventually reared his son John Wesley Rice, Condi’s father, in the same manner. He too was educated and became an ordained minister like his father before him. Her mother Angelena Ray was raised in a similar fashion and excelled at playing the piano from an early age. Both Condi’s maternal and paternal lineages found education to be the ultimate redemption in segregated Alabama in which the Jim Crowe laws sought to make all black citizens less than equal with their white counterparts. By the age of twenty-four John W. Rice had earned his master of divinity and was working as a minister as well as a teacher and coach in a local high school. His soon to be wife, Angelena, was also working, as a high school music teacher in a middleclass suburb or Birmingham, Alabama. John and Angelena were not the only members of their families to engulf themselvesShow MoreRelatedCondoleezza Rice Essay1106 Words   |  5 Pagesjust always in my way†, Condoleezza once said looking back on her difficult childhood. Segregation played a huge part in Condoleezza Rice’s life. Whether it took place during the times of her childhood or even while she held her position as Secretary of State. No matter how tough times became for Rice, she always held her head up high and never gave up. It’s evident that Condoleezza Rice is a living leader because she is determined, dedicated, and confident. Condoleezza Rice’s determinationRead MoreWho Is Condoleezza Rice?2342 Words   |  10 PagesWho is Condoleezza Rice? In 1955, during a sensitive and memorable moment for Black Americans, a time of legalized segregation; Jim Crow, an African American girl was born by the name of Condelezza Rice. With that being a huge obstacle to face from her and her entire family, as well as living in Birmingham, Alabama, popular South area where many other African Americans popularly known during this time fought for equal rights and later fought for equality during the Civil War, Condelezza wouldRead More Condoleezza Rice Essay770 Words   |  4 PagesCondoleezza Rice Not many people can add the position of National Security Advisor to their list of achievements, especially if those people are women. Condoleezza Rice, however, can place the accomplishment right up there with being a previous member of President Bush’s foreign-policy team, and tenured professor and provost in the political science department of the prestigious Stanford University. Rice is well known for her knowledge on Russian history and currentRead More What Kind of Leader Is Ms. Condoleezza Rice? Essay3525 Words   |  15 Pages Dr. Condoleezza Rice was sworn in as Secretary of State on January 25, 2005. She is a clear example of a leader, which possesses certain traits that have led her to where she is today. In order to evaluate her as a leader, it is necessary to look at different aspects of her leadership. It is important to examine her personality traits and values, ethical challenges she will face, her candidacy, her leadership style, and her dark-side traits. The first way to evaluate her as a leader is to lookRead MoreSecretary Of State Condoleezza Rice1097 Words   |  5 Pages In June of 2005, Secretary of State Condoleezza Rice went up to 600 people at the American University in Cairo and delivered a very powerful speech on the advancement of democracy in the Middle East. â€Å"For 60 years, my country, the United States, pursued stability at the expense of democracy in this region here in the Middle East, and we achieved neither, she declared, â€Å"Now we are taking a different course. We are supporting the democratic aspirations of all people.† Her speech was seen as an attackRead MoreWomen Leaders Who Broke Through the Glass Ceiling Essay674 Words   |  3 PagesCondoleezza Rice, Hillary Clinton, Sarah Palin, and Nancy Pelosi are four women leaders who have broken the glass ceiling in the world of politics and leadership. The one specific, predominant, and common characteristic that three of these superwomen possess that may be the reason for their success is their diplomatic ways and mirroring styles. Condoleezza Rice, Hillary Clinton, and Nancy Pelosi are the three leaders who have strategically incorporated the ability to mirror those they have dealingsRead MoreThe, Extraordinary, Ordinary People : A Memoir Of Family1334 Words   |  6 Pagesin American life. Yet reacting to every incident real or imaged is crippling, tiring and ultimately counterproductive† – Condoleeza Rice, Extraordinary, Ordinary people: A Memoir of Family In 1955, during a sensitive and memorable moment for Black Americans, a time of legalized segregation; Jim Crow, an African American girl was born by the name of Condoleezza Rice. With that being a huge obstacle to face from her and her entire family, as well as living in Birmingham, Alabama, popular South areaRead MoreThe Collapse Of The Soviet Union1686 Words   |  7 PagesOren presents his first piece of evidence. Mr. Oren states that the showdown between ideologies began between Vice-President Cheney and Secretary of State Condoleezza Rice who disagreed as to what the proper response in Iran should be. Cheney had always maintained a hard line stance in foreign affairs and Iran was no different. Secretary Rice favored the use of diplomacy to achieve a resolution in Iran. Mr. Oren states that, â€Å"Cheney’s influence on policy, which was unparalleled during PresidentRead More Promotion of Democracy and its Purpose in the United States Plans1481 Words   |  6 Pagesmo re likely to be less of a threat to the security of the United States. Failing states like majority of the Middle East often cannot be trusted in any diplomatic processes that help their citizens and bring a negative effect internationally. Condoleezza Rice believes, â€Å"weak and failing state serve as global pathways that facilitate the spread of pandemics, the movement of criminals and terrorist, and the proliferation of he world’s most dangerous weapons.† . Failing states need to be changed becauseRead MoreLeadership Style Based On Rewards And Punishments For Work1569 Words   |  7 Pagesbeneficial and productive for both the leader and the team that they lead. Regardless of political affiliation or views one can look objectively at three dynamic female leaders who have emerged on the American political scene in recent years, Condoleezza Rice, Hillary Clinton and Nancy Pelosi. Each woman collectively possesses an abundance of self-awareness that has helped them reach posts of power within the American political system while breaking through and above the glass ceiling. Aptly described

Importance Of Teacher Motivation Education Essay Free Essays

string(84) " greatest impact on pupil accomplishment, leading has the 2nd greatest consequence\." A survey of instructors ‘ motive consists of two chief subjects. The first one identifies the different factors impacting instructors ‘ motive, while the 2nd facet analyses how the school caputs can impact on instructors ‘ motive through their leading. This chapter explains the importance of instructor motive. We will write a custom essay sample on Importance Of Teacher Motivation Education Essay or any similar topic only for you Order Now The motivational factors for instructors, using literature findings are reviewed. 2.2: Importance of instructor motive Schools exist, chiefly to educate kids. It is for this intent that instructors are employed in schools ( Fiddler A ; Atton, 1997 ) . Teachers are, therefore, the most of import professionals for any state ‘s hereafter. However, without equal support and resources, instructors will non be motivated although they may be extremely qualified. It is sad to observe that instructors, the most valuable human resource, are frequently neglected ( Abdo, 2001 ) . One should bear in head that a state ‘s strength depends on the high quality of its instruction system and the strength of such a system, in bend, relies on qualified and motivated instructors. Inspired and motivated are indispensable in supplying quality instruction. Schools would decidedly non last without motivated and dedicated instructors. 2.3: Factors impacting instructors ‘ motive Research ( Eimers, 1997 ) has shown that instructors are influenced by both intrinsic and extrinsic factors. Further surveies on motive for learning distinguished between intrinsic, extrinsic and selfless grounds for taking the profession ( Kyriacou A ; Coulthard, 2000 ; Moran, Kilpatrick, Abbott, Dallat, A ; McClune, 2001 ) . Intrinsically motivated instructors are focused on instruction and the activity related to the occupation itself. The built-in satisfaction or the joy of instruction is viewed as the drive force. The extrinsically motivated instructors focus on the benefits of learning, such as salary, holidaies or other external wagess connected to the occupation. Finally, the selflessly motivated teacher positions learning as a socially worthwhile and of import occupation, and has a desire to be portion of immature peoples ‘ growing and development. Barmby ( 2006, p. 253 ) extrapolated these findings and points out that instructors ‘ motive is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. Harmonizing to Hallinger and Heck ( 1998 ) , school leaders can play a critical function in the success of educational establishments. To the extent that school leaders can command the results of instructors ‘ attempts, they can act upon the degrees of motive instructors experience ( Silver, 1982 ) . This can be through their influence on instructors ‘ morale and motive. Surveies have lent cogent evidence ( Hallinger and Heck, 1998 ; Leithwood and Jantzi, 2005 ; Leithwood and Mascall, 2008 ) that School leading affects the manner instructors teach, and therefore, impact straight on pupil public presentation. Since school leaders can, in one manner or the other, impact the intrinsic factors listed, they, therefore, play an highly function in actuating instructors. Indeed, in an effort to analyze instructors ‘ motive, Pitre ( 2003 ) found important relationship between school leading and teacher motive. A school caput should non merely be an effectual leader, director and counsellor, but besides an effectual incentive. Motivated instructors are productive instructors ( Osterloh, Bruno and Frost, 2001 ) as they have occupation satisfaction. School leaders should bear in head that without these, educational programmes may be profoundly weakened ( Snowden and Gorton, 2002 ) . This is supported by Brown ‘s survey ( 2005 ) , which found important nexus between political, local and organizational factors and the usage of inducements to actuate instructors in charter schools. Motivation was higher where more external inducements were provided. In fact, School leading and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leading in schools For much of the 20th century, the function of the school caput was that of director, where he/she was expected to pull off forces and budget, while managing other operational issues ( Usdan, McCloud, A ; Podmostko, 2000 ) . Studies on the subject suggest that in the yesteryear, principals were able to win, at least partly, by merely transporting out the directives of cardinal decision makers ( Perez et al. 1999 ) . Today, in a quickly altering epoch of standards-based reform, as instruction moved into a new epoch of answerability, a different construct has emerged. Harmonizing to Dussault and Barnett ( 1996 ) , educational administrations are confronting many challenges and this displacement brings with it dramatic alterations in what public instruction demands from principals. School principals must, hence, heighten the quality of their services ; they can no longer map merely as edifice directors, tasked with adhering to territory regulations, transporting out ordinances and avoid ing errors. â€Å" Management † by principals is no longer plenty to run into today ‘s educational challenges ( Mulford, 2003 ) . Researchers ( Dussault and Barnett, 1996 ) claim that the existent state of affairss in schools call for betterment and educational leading. As Cawelti ( 1984, p.3 ) stated: â€Å" Continuing research on effectual schools has verified the common sense observation that schools are seldom effectual, in any sense of the word, unless the principal is a â€Å" good † leader † . 2.4.1 School leading and effectual schools School leading ( Huber, 2004 ) , so, has a polar function in lending to effectual schools. Gurr, Drysdale, and Mulford ( 2005 ) found in their instance survey research on Australian principals that â€Å" the principal remains an of import and important figure in finding the success of a school † ( p. 548 ) . Extensive empirical attempts have shown that leading is a cardinal factor for the quality and effectivity of a school ( Reynolds, 1976 ; Harris, 2005 ) . The research consequences show that each and every successful school possesses a competent and sound school leading. Research ( Barber, 1995 ; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988 ; Stoll and Fink, 1996 ) has shown that leading, in fact, defines the success of a school. Harmonizing to Leithwood, Day, Sammons, Hopkins and Harris ( 2006, p. 14-15 ) , â€Å" there is non a individual documented instance of a school successfully turning around its pupil achievement flight in the absence of gifted leading. † In this line of idea, Leithwood, Louis, Anderson A ; Wahlstrom ( 2004 ) claimed that while schoolroom direction has the greatest impact on pupil accomplishment, leading has the 2nd greatest consequence. You read "Importance Of Teacher Motivation Education Essay" in category "Essay examples" The function of the school leader has to be seen in relationship to the context in which the school is runing. Schools are embedded in the instruction system and their local communities ; leaders, hence, have to respond to, get by with and back up the development of the community served by their several schools. Huber ( 1997 ) firmly believes that â€Å" school leaders matter, they are educationally-significant, school leaders do do a difference. † Given the manifold undertakings and duties of school leading, every bit good as the competences required, school leaders may be regarded as â€Å" superheroes † . Their complex function can barely be filled with traditional leading constructs ( Huber, 2004 ) . Educational leaders are now confronted with an wholly new scope of demands and challenges. They should bear in head that their administrations have been set up to carry through a specific societal purpose, determining the society. The quality of instruction provided at school, hence, determines the future society. Furthermore, school leading proved to be of import for the acquisition environment for instructors in schools ( James A ; McCormick, 2009 ; Louis, Dretzke, A ; Wahlstrom, 2010 ) . 2.4.2 Successful and effectual School leading 2.4.2.1 Firm and purposeful leading It has been proven that all facets of the school rely on a proper School Leader ( Stoll and Fink, 1996 ; Huber, 2004 ; Mortimore et al. , 1988 ) . However, both the School Leader and single instructors are of extreme importance. Leithwood, in concert with others ( Leithwood et al. , 2004 ; Leithwood and Riehl, 2003 ; Leithwood et al. , 2006 ) , identified four wide classs of educational leading, or â€Å" nucleus patterns: † puting waies ; developing people ; redesigning the organisation ; and pull offing the instructional plan. At the same clip, effectual leaders know that the ability to take and pull off organizational alteration is critical for endurance since the school environment is a dynamic 1. School Leaderships should integrate the ability to cover with alterations happening in school system construction, particularly when more duties are being thrusted upon the shoulders of the School Leader by the educational system. Harmonizing to Calabrese ( 2002 ) the prototype school leader in the twenty-first century is a alteration agent. They have a duty to take alteration that consequences in more effectual and efficient educational patterns, in an environment that is progressively political. Therefore, outstanding school caputs should be proactive. They must do the alteration go on without estranging the instruction staffs. They should move as go-betweens between those defying alterations ( Levine and Lezotte, 1990 ) and the alteration agents. Leaderships, therefore, got a cardinal function in bring oning others to follow alteration in order to better the organizational effectivity. Hence, school leaders, are cardinal to originate and keeping the school betterment procedure ( Sammons et al. , 1994c ) . Schools, expected to carry through multi-dimensional maps, are affected by both internal and external environmental factors ( Eres, 2011 ) . School leaders can extinguish the negative effects of such factors. Therefore, they need to be proactive, expecting jobs and should be prepared to antagonize these expeditiously and efficaciously. The function of the School Leader is non ever clearly defined since taking and pull offing are two blending duties. 2.4.3 School leading and instructors ‘ motive Leadership can be defined as the ability to enlist, mobilise and actuate others to use their abilities and resources to a given cause ( Eyal and Roth, 2010 ) . This capacity is cardinal in the educational domain. Very frequently, pedagogues think in footings of actuating pupils to larn. Equally of import, though, with regard to educational leading is the motive of instructors ( Silver, 1982 ) . Harmonizing to Kocabas and Karakose ( 2002 ) , instructors are responsible to their schools and the principals are in bend responsible for the proper disposal of the school. Therefore, the chief duty for actuating instructors falls to the school caput. Along this line, Barker ( 2001 ) studied hapless performing artists and effectual principals and suggested that effectual leaders so motivate the staff. He claimed that the latter should be at that place to enthuse and inspire instructors instead than to ‘shape ‘ them. Good leading improves both teacher motive and work scenes. Further research by Kiziltepe ( 2006 ) found that the primary beginning of instructors ‘ de-motivation was the disposal Though, the relationship between School leading and Teacher Motivation have non straight been capable to much research, Brown and Hughes ( 2008 ) highlight the importance of researching the different factors that motivate instructors, as society progressively holds them accountable for pupil accomplishment. The relationship between school leading and instructor motive is related in the research literature to the effort to better understand principals ‘ impact on school public presentation ( Leithwood and Jantzi, 2005 ; Leithwood and Mascall, 2008 ; Supovitz, Sirinides and May, 2010 ) . Thus instructors ‘ battle and their motive have been studied largely as a interceding factor between school leading and pupils ‘ acquisition ( Hallinger and Heck, 1998 ) . Harmonizing to Sharpe, Klockow A ; Martin ( 2002 ) , the factors actuating instructors can change from schoolroom to schoolroom, school to school, or territory to territory. If instructors are non motivated to lear n, so the hunt for educational excellence will be avail ( Richardson, Short A ; Prickett, 2003 ) . 2.4.3.1: How can School leaders affect instructors ‘ motive Several surveies suggest that school leading is 2nd merely to classroom instruction as an influence on pupil acquisition ( Leithwood, Harris, A ; Hopkins, 2008 ; Leithwood A ; Jantzi, 2008 ) and that cardinal to optimising pupil acquisition is the influence exerted by school leaders on teacher motive and committedness ( Day, Stobart, Sammons, Kington, A ; Gu, 2006 ; Leithwood A ; Mascall, 2008 ) . Harmonizing to surveies ( Hallinger and Heck, 1996 ) , school leading affects pupils ‘ results indirectly, by making the conditions that support instructors ‘ ability to learn and pupils ‘ acquisition. Teachers ‘ motive includes the outgo of attempt to accomplish a end ( Martin, 2000 ) . It is besides about making forces that power and drive their several behaviors ( Bursalioglu, 2002 ) . Dull ( 1981 ) believes that school leaders could actuate instructors by bettering a state of affairs perceived to be hard by an person, thereby run intoing demands. In add-on, t he school leader can besides actuate instructors by supplying equal drive forces to press one into action ( Genc, 1987 ) . The human factor should non be ignored, the educational leader should endeavor in developing a physiological and psychological procedure which takes into history single desires, ends, inclinations, behavior, self-interest, penchant, will-power and thrust. He/she should be considerate, that is, see both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviors ( Gursel, 1997 ) . Motivating instructors besides implies increasing the latter ‘s willingness to work and doing them believe that they will fulfill their personal demands if they work expeditiously in the school ( Yuksel, 1998 ) , by supplying the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May ( 2010 ) claims that these conditions include high criterions for pupil acquisition, strict course of study, quality direction, a civilization of acquisition and above all- professional behavior. Indeed, scholarly Hagiographas have linked the above mentioned conditions with increased instructor motive to exercise excess attempt in learning ( Geisel, Sleegers, Leithwood and Jantzi, 2003 ) . They added that school leading has a cardinal function in guaranting these conditions at school. Geisel et Al. ( 2003 ) besides mentioned that schools are effectual merely when the whole school community work as a whole and non as fragmented units. Therefore, the school leaders should non merely occupy the authorization place but should besides be seeable ( Dinham, Cariney, Craigie and Wilson, 1995 ) in the establishment, so as to be able to actuate their staffs. 2.4.3.1.1: Visible leading Indeed, Dinham et Al. ( 1995 ) found that secondary school principals ‘ duties include being seeable, keeping contact with pupil groups, maintaining unfastened lines of communicating with stakeholders, advancing a positive school clime, being cognizant and in control of all school issues, act uponing the school tone, and furthering school pride. Harmonizing to farther surveies ( Huber, 1997 ) , instructors recognize it is extremely actuating when their school caput is involved in the day-to-day modus operandi. The school leader, demoing dedicated involvement in what happens in the category itself, is much appreciated. Teachers have a high regard for leaders cognizing about the course of study and who are actively involved in supervising pupils ‘ advancement. Robinson ( 2006 ) points out that school leaders who have capable specific cognition will be more confident and successful in back uping betterment in instructors ‘ pattern. No uncertainty, instructors find it e xtremely actuating when the principal provides a assortment of support, including practical aid and encouragement ( Murphy, 1989 ) . This involves frequent motion through the school, category visits every bit good as some informal exchange with the learning staff ( Teddlie et al. , 1989 ) . Harmonizing to Scheerens ( 1992 ) , this â€Å" is one of the pillars of school leading † and such regular interactions could besides assist in measuring the ways instructors work. 2.4.1 Relationship between school leader and instructors Davis et Al. ( 2002 ) argue that the relationship between school leaders and instructors is really of import: the school leader ‘s respect for others is, cardinal, to actuating instructors. Bing in charge of the school disposal, school leaders have the greatest portion in actuating instructors. Harmonizing to Griffin ( 2010 ) , relationships with decision makers were rated as a extremely motivative factor. This is supported by Asbill and Gonzalez ( 2000 ) who found a relationship between positive principal-teacher interactions and teacher occupation satisfaction. Egley ( 2003 ) found similar consequences and emphasized the importance of a supportive principal-teacher relationship. School leaders ( Barnett and McCormick, 2003 ) must be able to make an environment conducive to the edifice of positiveness, supplying the platform for the staff to keep good dealingss, so as to make a healthy environment, where all can turn adequately. Wallace ( 2010 ) further claimed that school leading should besides include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will supply a more hearty and effectual work context for instructors. They highlighted that working in a schoolroom environment where there is administrative support enhances the component of regard. Indeed, interviews by Sederberg and Clark ( 1990 ) showed that instructors perceive regard as the most of import inducement, followed by trust, optimism and intentionality. Further research ( Geisel et al. , 2003 ) has shown that certain methods adopted by the School leading so impact on the degree of instructor motive, for case, specifying a clear vision and aims. Shared vision and ends Scholars ( Eyal and Roth, 2010 ; Barnett and McCormick, 2002 ) posited that vision potentially offers the greatest capacity to act upon instructors ‘ motive. Lashway ( 2000 ) added that school principals should guarantee that this vision is relevant to the school context. The leader ‘s vision must besides be related to the bing demands and civilization of the school ( Keedy, 1991 ) . In add-on, it must be focused, consistent, at the same clip, including short term every bit good as long term aims ( Geisel et al. , 2003 ) . These aid define and advance high outlooks ; and they connect straight with instructors and the schoolroom. Barnett and McCormick ‘s ( 2003 ) findings echoed the above research workers ‘ thoughts and even extrapolated those- they concluded that instructors should, at all cost, portion the school ‘s vision. This is because vision provides personal ends for the instructor, a desire to see a alteration in the hereafter. The staff should be able to link to the vision when it is clearly defined, so that, their ain personal aims may shoot out from it. Their surveies have shown that instructors are extremely motivated when they build consensus on the purposes and values of the school. In such instances, instructors can set these into pattern through collaborative and consistent of working. Empirical grounds ( Leithwood and Riehl, 2003 ; Ylimaki, 2006 ) proved that vision creates a sense of intent that binds instructors together and impel them to carry through their deepest aspirations and to make ambitious ends. Indeed, Brewer ‘s research ( 1993 ) showed that pupil accomplishment degrees were higher in schools where the principal had hired like-minded instructors who shared the principal ‘s ends and who were able to implement efficaciously the principal ‘s vision. Other research workers ( Lee and Smith, 1994 ) analyzed public presentation from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best results for pupils. Therefore, effectual professional principals ( Huber, 1997, 2004 ) should unrelentingly work to better accomplishment by concentrating on specifying SMART ends. However, bookmans ( Gagne and Deci, 2005 ; Sheldon, Turban, Brown, Barrick and Judge, 2003 ) claimed that showing followings with a value-laden vision is non plenty. Leading professional No uncertainty, implementing a vision is non instantaneous ; it requires perennial rhythms of contemplation, rating, and response, and merely the principal can prolong it ( Lashway, 1997 ) . Sheldon et Al. ( 2003 ) posited that the leading function played by the school principal is critical in guaranting the vision and mission is attained. Therefore, principals need to have on many different chapeaus during the school twenty-four hours. But, the most effectual school principals are non merely directors and martinets but besides instructional leaders for the school ( Leithwood and Mascall, 2008 ) . Their surveies showed that an effectual school leader is non simply a good decision maker or director, but besides a taking professional- a transformational leader. Harmonizing to Burns ( 1978 ) transformational leading is the procedure in which leaders and their followings bring each other to a higher degree of ethic and motive. Today ‘s schools, hence, want non merely airy and professional leaders ( Lashway, 2000 ) , but transformational 1s. Transformational Leadership and motive Leithwood ( 1992 ) claimed that transformational leading is, really, the restructuring of the system in order for the mission and vision of people to be redefined. It besides ensures that the staff identifies themselves with the ends of the administration, together with enlisting the engagement of the staffs by taking into consideration their sentiment greatly provide the range for motive. Bass ( 1990 ) suggested that motive is, in fact, a sub-dimension of transformational leading. Other bookmans ( Simola, Barling and Turner, 2010 ; Park and Rainey, 2008 ) besides concluded that motive has been shown to be an inspiring constituent of such sort of leading and these have shown a positive relationship between transformational leading and motive. Indeed, Bass and Avolio ( 1997 ) have argued that transformational leading can bring forth extraordinary results in footings of increased committedness to accomplishing group or organizational ends. Coupled with the above, Shamir, House and Arthur ( 1993 ) , maintained that transformational leaders besides foster intrinsic motives related to self construct. Their theory of leading asserted that magnetic leaders promote followings ‘ intrinsic motive to move beyond their self-esteem, self value and societal designation. Research has shown a positive relationship between transformational leading and motive. It has been proved that in an administration with transformational leaders, there is higher productiveness and that the employees are happier and there are fewer negative incidents ( Robbins, 1996 ) . Indeed, transformational Leadership plays an of import function in developing self-motivation. Leaderships increase their workers ‘ motive through their behavior ( Bass, 1990, Greenberg and Baron, 2000 ) . As the human dealingss and communicative accomplishments of a transformational leader are developed, they are effectual in carrying and directing their followings ( G lad and Blanton, 1997 ) . They besides motivate followings to exceed their ain immediate opportunism for the interest of the mission and vision of the administration. The leader motivates followings to â€Å" work for nonnatural ends alternatively of immediate opportunism, for accomplishment and self-actualisation instead than safety and security † ( Murray A ; Feitler, 1989, p. 3 ) , and creates within followings a capacity to develop higher degrees of committedness to organizational ends ( Leithwood A ; Jantzi, 2000 ) . Followings ‘ assurance degrees are raised and their demands broadened by the leader to back up development to higher possible. Such entire battle ( emotional, rational and moral ) encourages followings to develop and execute beyond outlooks ( Bass, 1985 ; Burns, 1978 ) . 2.3.5.1 Transformational and Transactional School leading Bass ‘s theoretical account ( 1998 ) of transformational and transactional leading has a figure of of import deductions for the current reform motion in instruction. Harmonizing to Bass and Avolio ( 1997 ) , the transformational/transactional attack builds trust, regard, and a want on the portion of followings to work jointly toward the same coveted hereafter ends. This non merely allows the transformational leader to run efficaciously within the available context, but to alter it, to do it more receptive to her or his ain leading orientation. Indeed, a positive relationship has been found ( Howell and Hall- Merenda, 1999 ) between transformational leading and a good resonance between the leader and follower. Using this to schools, Avolio and Bass ( 1988 ) argue that although transactional and transformational leading can stand for two distinct signifiers of leading, effectual school principals exhibit features of both by keeping short-run enterprises through transactional leading and by motivating alteration as a transformational leader. A figure of surveies emphasize the importance of transformative leading for school principals ( Fullan 1996 ; Hord 1992 ; Leithwood, Tomlinson A ; Genge 1996 ; Wood 1998 ; Sergiovanni 1992 ; Conley 1997 ; Perez et Al. 1999 ; Reed and Roberts 1998 ) . Transformational school leading and instructor motive Contemporary in-between school leaders have a huge array of duties and are frequently characterized as those who should be â€Å" transformational leaders † ( Sanzo et al. , 2010 ) . The challenges brought to schools by reconstituting have been cited as grounds for recommending transformational leading in schools. Such leading embraces a postmodern manner of thought. It is argued that transformational leading is good suited to the challenges of current school restructuring. It has the potency for constructing high degrees of committedness ( in instructors ) to the complex and unsure nature of the school reform docket and for furthering growing in the capacities instructors must develop to react positively to this docket ( Leithwood and Jantzi, 1997 ) . Transformational leading is seen to be sensitive to administration edifice, developing shared vision, administering leading and edifice school civilization necessary to current restructuring attempts in schools ( Leithwood, Jant zi and Stainbach, 1999 ) . Transformational School leading: the four I ‘s and teacher motive Leithwood and Jantzi ( 1990 ) have defined transformational leading based on schools. Transformational leading dimensions, viz. , idealised influence, inspirational motive and rational stimulation, were found to straight act upon instructors ‘ sum of motive ( Geisel et al. , 2003 ; Leithwood and Jantzi, 2005 ) . These, in bend, had an indirect impact on pupils ‘ accomplishments and acquisition ( Leithwood and Jantzi, 2005 ) . Individualised attention-Teachers ‘ demands and outlooks Individualised attending ( Blase and Kirby, 2000 ) given to the staff, greatly adds up to teacher motive. Harmonizing to Blase and Kirby ( 2000 ) , it is of topmost importance for leaders to place instructors ‘ needs- the societal demands should non be neglected ( Bursalioglu, 2002 ) , and their feelings about their occupations. School leaders have to be witting of the fact that each individual has different demands and, hence, should be motivated consequently. Weller ( 1982 ) added that the school principal should be sympathetic to the demands of their instructors. The leaders should be able to provide for the demands of each and every 1. Harmonizing to Adair ( 2002 ) , a leader, who is non cognizant of these, and who does non expose attempt to carry through these, will decidedly confront troubles in actuating instructors. He added that merely a intelligent leader can invent and implement effectual schemes to help instructors in their development, guaranting they perform their several responsibilities in an effectual, enthusiastic and motivated mode. Blase , Derick and Stahth ( 1986 ) reported that principals ‘ initiating construction and exposing consideration were associated with more hearty work conditions, higher occupation satisfaction, and less occupation emphasis. Staff ‘s experience of occupation emphasis was seen as principals ‘ deficiency of consideration and was related to teacher dissatisfaction. It was found that instructors ( Blase et al. , 1986 ) are less likely to portion their positions and sentiments, or seeking to better the conditions if they feel that their school caputs are non plenty caring. Blase ( 1986 ) put frontward that the latter should endeavor to develop fruitful relationships with the learning staff, furthering positive communicating with and among instructors. It is merely through these relationships that they can set up leader legitimacy and encouraged committedness. Teachers should experience that they form portion of the school community and non merely as employees working in the school. The motive for working with the capable affair in which instructors have their academic grade and the wish to learn it to others are of import incentives for instructors both before and upon completion of the PGCE class ( Roness A ; Smith, 2009, 2010 ) . Still, we find that the subject-matter involvement is a salient and stable incentive among these Norse instructors, a determination which aligns with other international research ( Kyriacou et al. , 1999 ; Manuel A ; Brindley, 2005 ; Manuel A ; Hughes, 2006 ) . A plausible ground for these consequences can be that when get downing teacher instruction, the pupils regard themselves as subject-matter specializers. Idealised influence Idealised influence is the magnetic component of transformational leading, in which leaders, go function theoretical accounts, who are admired, respected and emulated by their followings ( Avolio and Bass, 2002 ; Bass, 1998 ; Bass and Avolio, 1994 ) . As a consequence, followings demonstrate a high grade of trust in such leaders ( Jung and Avolio, 2000 ) . Researchers ( Jung and Avolio, 2000 ) added that shared vision, is, an built-in constituent of this idealised transformational function, animating credence through the alliance of ends. Principals must, hence, be good function theoretical accounts back uping best pattern ( Colley, 2002 ) . Inspirational motive Leaderships behave in ways that motivate and inspire those around them by supplying significance and challenge to their followings ‘ work ( Avolio and Bass, 2002 ) . Harmonizing to Bass ( 1998 ) , squad spirit is aroused and followings show much enthusiasm. The transformational school leader ( Barnett and McCormick, 2003 ) physiques and sustains synergistic communications with the instructors. For case, inspirational negotiations and moving in ways that encourage enthusiasm. Principals inspire instructors to see an attractive hereafter, while pass oning outlooks and showing a committedness to ends and the shared vision. Research ( Eyal and Roth, 2010 ) besides proved that transformational school leaders can excite their instructors ‘ attempts to be advanced and originative. Harmonizing to Tracey and Hinkin ( 1998 ) , such influence motivates followings to demo unity in the signifier of ethical and moral behavior. This includes values and beliefs which emphasise the school ‘s mission and encompassing high morality. Another point to be noted is that instructors want to be reasonably treated. Any prejudiced actions ( Wevers, 2000 ) against them are negatively perceived and these impact to a great extent on their motive degree. Awamleh and Gardiner ( 1999 ) believe that school leaders should avoid the abuse of power for personal additions. School leaders should be seen trusty and competent by followings ( Cheemers, 2001 ) . So, it is of import to hold ethical school leaders. Intellectual Stimulation Surveies ( Reynolds, 1976 ; Mortimore et al. , 1988 ; , Stoll and Fink, 1996 ) of Effective schools showed that, principals, considered invention to be an built-in portion of the school. They encourage instructors to oppugn bing premises and to reframe jobs. They invite the teaching staff to near old state of affairss in new ways. Intellectual stimulation ( Burns, 1978 ) , whereby school leaders encourage instructors to believe creatively is besides extremely actuating. The latter entails advancing an innovatory mentality, whereby the staff is to believe beyond conventional models to supply solutions to jobs. Apart from these, such principals strongly believe that much can be learnt by making and errors are non publically criticized. Alternatively, this helps to further squad work and, finally, this improves the problem-solving ability. It is to be mentioned that the principals act as a wise man in such instances, stressing reason. Therefore, an statement exists that transformational leading is more facilitative of educational alteration and contributes to organizational betterment, effectivity and school civilization ( Deal and Peterson, 1990 ) . Evidence from several surveies ( Leithwood and Jantzi, 1990 ; Sashkin and Sashkin, 1990 ) provides strong support for the claim that transformational leading contributes to more desirable school civilizations. How to cite Importance Of Teacher Motivation Education Essay, Essay examples

Accommodation Management

Question: Discuss about theAccommodation Management. Answer: Introduction The multi-national hotel and hospitality organisation that has been chosen to prepare this paper is Hilton Worldwide which was originally founded by Conrad Hilton. The brands and properties are managed, owned or franchised by Hilton Worldwide which has over 570 locations across the globe. The two brands chosen for preparing this paper are DoubleTree and Hilton Garden Inn. DoubleTree by Hilton was founded in the year 1969 headquartered in US that aims to provide lower cost options while improving properties at 442 locations (Doubletree3.hilton.com 2016). Hilton Garden Inn is a 5-star hotel brand by Hilton which provides high-end amenities, social spaces and great value. The hotel is widespread in 30 countries across 686 locations (Hiltongardeninn3.hilton.com 2016). Guest Perception Differences in Luxury DoubleTree is a resort providing personalised service to its guests. They provide stylish rooms, sea-views and town-views rooms, high speed internet, mini-bar, concierge desk and much more at cheap rates (Doubletree3.hilton.com 2016). Hilton Garden Inn provides the best services to its guests and redefines the concept of mid-priced hotel segment with its quality of services. The hotel provides first-class accommodation and luxurious services at an affordable price. There are categories of luxurious services for business, family, individual, fitness and accessibility needs such as lounge, meeting room, gift shop, laundry and valet services, pool and other recreation convenience. The categorization and focus on individuals as well as families are well-perceived by the guests. The guests perception of luxury changes constantly and the hotels need to meet their sense of luxury (Morris and Kazi 2014). Differences in Theatre of Hospitality Hilton Garden Inn offers a unique blend of hospitality, culture and history to its customers. The amenities are provided for both productivity and comfort. DoubleTree has convenient location and a wide variety of choices for both business-class and comfort seeking people. Both Hilton Garden Inn and DoubleTree provide breakfast, exercising centres and other hospitality services (del Mar Alonso?Almeida et al. 2013). Differences in Moment of Truth According to Yadav and Dabhade (2013), in the service sector, Moment of Truth is the impression created when an employee interacts with the guest. DoubleTree by Hilton has a CARE culture which inspires the team members for delivering special comfort and act of kindness that adds to the hospitality experience. The CARE values provided by DoubleTree are attentiveness, caring, thoughtful, flexible, honest, real and cheerful. These factors are tied to the objective measurement of guest satisfaction linked with the moment of truth (News.doubletree.com 2016). Hilton Garden Inn makes a satisfaction promise where the employees are committed to satisfy every visitor or the visitors do not pay (Hiltongardeninn3.hilton.com 2016). The CARE culture by DoubleTree has a positive impact on guests as they are delighted to experience care and affection (News.doubletree.com 2016). However, it is different from Hilton Garden Inn which gives the customer a right to complain and not pay as the services mi ght not be up to the mark (Hiltongardeninn3.hilton.com 2016). Analysis Target Market Needs, Wants and Demands The target market of Hilton Garden Inn is the business class people who have a higher level income and generally stay for a day or two at the hotel. DoubleTree targets the customers who have middle level income and plan for staying for a longer duration. Every customer has certain specifications or requirements that he expects at is stay in a hotel. When staying in a three-star hotel, the customers expect to have access to the hotel 24-hours. DoubleTree by Hilton is a three-star hotel where the customer expects room service and Wi-Fi facilities. The customers also expect that there would be en-suite bathrooms and internal telephone system so that the guests can speak at the reception. When staying in a five-star hotel, the customers expect highly proficient service staffs and customer care. Hilton Garden Inn is a five-star hotel where the customers or guests expect cleanliness, hospitality, maintenance and delivery of services of a very high standard. The hotel also offers exceptiona l spa and fitness facilities, valet parking, concierge services, butler services, 24-hour reception, full afternoon tea and room service. The room is also comprised of three separate rooms- a bedroom, bathroom and lounge (Amay 2015). Differences in Front Office Organisational Structure The front-office at hotel refers to the reception area which involves reservation, sales and marketing, concierge and housekeeping. DoubleTree keeps in check the scores of guest satisfaction and aim to highly satisfy the customers. They ensure full supply of gift shops or front office supplies (Doubletree3.hilton.com 2016). Hilton Garden Inn creates an environment where the people would be eager to stay at the hotel. The staffs enable smooth experience and ensure fluid communications. The staffs ensure following front office standard operating policies and procedures. The special requests are considered wherever possible. The front office associates adhere pre-registration or blocking of rooms based on reservations. Both the hotels monitor the occupancy of guest room most efficiently and they minimize overbooking (Hiltongardeninn3.hilton.com 2016). Technological and Environmental Impact on Service Standards Hilton Garden Inn offers various technological amenities such as business centre and complimentary Wi-Fi. Both wired and wireless internet is available for the guests with latest technological features. Television, microwave and refrigerator are available as other amenities. DoubleTree provides mobile applications that make booking easier at the hotels. The guests can also earn points when they book a room at DoubleTree. Uber also has a partnership with the Hilton Group which notifies the guests about the nearby places, restaurants or nightlife (Kokalitcheva 2015). DoubleTree is in the process of planting 480 trees to meet the environmental standard. The culture of CARE focuses on partnering with kids and volunteering for 1,000 global community projects (Doubletree3.hilton.com, 2016). Hilton Garden Inn makes its moves towards environmental sustainability through traditional construction, energy efficiency and other sustainable measures (Partnersinprojectgreen.com 2015). Revenue and Yield Management Concepts of Revenue and Yield Management Yield management is a variable pricing strategy which is based on anticipation and understanding influencing consumer behaviour for maximizing profits and revenue. Hotels use this concept for calculating rooms, rates and sales restriction so that they can maximize return. Revenue management is defined as the application of disciplined analytics predicting consumer behaviour which optimizes product availability and minimizing revenue growth. Revenue management is seen as a development of yield management, in some ways that is considered more strategic and looks at the bigger picture, considering the fuller implications from a strategic perspective, so has a broader focus. Hilton Worldwide's Revenue Management Consolidated Center (RMCC) helps in creating superior market share in the whole Hilton group. This technology helps them in setting price and inventory strategies (Hiltonworldwide.com 2016). Pricing Recommendations and Structure Pricing plays a crucial role in a hotel accommodation business. In a conference of 100 rooms booked for 3 nights at Hilton Garden Inn which is more luxurious than DoubleTree, premium price strategy may be applied. Based on the services and amenities, it is evident that there are various business arrangements available in the hotel. Premium pricing strategy shall show the uniqueness and services that shall add to substantial advantage. For a business meeting, premium quality of services and perception is necessary as it would depict the standard of organisation. However, booking hotel for the purpose of a school holiday, economical pricing may be offered as the children in school. DoubleTree by Hilton may be chosen as they offer personalised attention and services. Penetration pricing shall be useful in generating sales as the schools would choose the same hotel on their next visit. With the discount rates and promotions, their shall be greater advantage in customized products and services. Conclusion The multi-national hotel and hospitality organisation that has been chosen to prepare this paper is Hilton Worldwide. The two brands chosen for preparing this paper are DoubleTree and Hilton Garden Inn. Hilton Garden Inn is a 5-star hotel brand that provides high-end amenities, social spaces and great value. There are categories of luxurious services for business, family, individual, fitness and accessibility needs such as lounge, meeting room, gift shop, laundry and valet services, pool and other recreation convenience. The CARE culture by DoubleTree has a positive impact on guests as they are delighted to experience care and affection. When staying in a five-star hotel, the customers expect highly proficient service staffs and customer care. Pricing plays a crucial role in a hotel accommodation business. Hilton Garden Inn makes its moves towards environmental sustainability through traditional construction, energy efficiency and other sustainable measures. Both the hotels monitor t he occupancy of guest room most efficiently and they minimize overbooking. References Amay, K., 2015.What really makes a five-star hotel?. [online] Mail Online. Available at: https://www.dailymail.co.uk/travel/travel_news/article-3007667/What-REALLY-makes-hotel-five-star-hotel.html [Accessed 3 Dec. 2016]. del Mar Alonso?Almeida, M., Marimon, F. and Bernardo, M., 2013. Diffusion of quality standards in the hospitality sector.International Journal of Operations Production Management, 33(5), pp.504-527. Doubletree3.hilton.com, 2016.DoubleTree by Hilton - Find Hotel Rooms. [online] Doubletree3.hilton.com. Available at: https://doubletree3.hilton.com/en/index.html [Accessed 3 Dec. 2016]. Doubletree3.hilton.com, 2016.DoubleTree by Hilton Green Certified Hotels. [online] Doubletree3.hilton.com. Available at: https://doubletree3.hilton.com/en/about/greenhotels.html [Accessed 3 Dec. 2016]. Doubletree3.hilton.com, 2016.Hotels Portland, OR - DoubleTree Portland Amenities. [online] Doubletree3.hilton.com. Available at: https://doubletree3.hilton.com/en/hotels/oregon/doubletree-by-hilton-hotel-portland-RLLC-DT/about/amenities.html [Accessed 3 Dec. 2016]. Hiltongardeninn3.hilton.com, 2016.About Hilton Garden Inn Hotels. [online] Hiltongardeninn3.hilton.com. Available at: https://hiltongardeninn3.hilton.com/en/about/index.html [Accessed 3 Dec. 2016]. Hiltonworldwide.com, 2016.Hilton Garden Inn Hotels | Hotel Brand Portfolio | Hilton Worldwide. [online] Hiltonworldwide.com. Available at: https://hiltonworldwide.com/portfolio/hilton-garden-inn/ [Accessed 3 Dec. 2016]. Hiltonworldwide.com, 2016.Revenue Management | Hospitality | Hilton Worldwide. [online] Hiltonworldwide.com. Available at: https://hiltonworldwide.com/development/performance-advantage/revenue-management/ [Accessed 3 Dec. 2016]. Kokalitcheva, K., 2015.Staying at a Hilton hotel? Uber will help you find the top restaurants and bars nearby. [online] Fortune. Available at: https://fortune.com/2015/09/01/uber-hilton-rides-guides/ [Accessed 3 Dec. 2016]. Morris, S. and Kazi, S., 2014. Emerging trends regarding accessible accommodation in Dubai luxury hotels.Worldwide Hospitality and Tourism Themes, 6(4), pp.317-327. News.doubletree.com, 2016.DoubleTree by Hilton's Simple Service Philosophy: Our CARE Culture | DoubleTree Global Media Center. [online] News.doubletree.com. Available at: https://news.doubletree.com/index.cfm/page/1005 [Accessed 3 Dec. 2016]. Partnersinprojectgreen.com, 2015.Hilton Garden Inn Toronto Airport. [online] p.2. Available at: https://www.partnersinprojectgreen.com/wp-content/uploads/2015/04/Hilton_Toronto_Airport_LEED_Buildings.pdf [Accessed 3 Dec. 2016]. Yadav, R. and Dabhade, N., 2013. Service Marketing Triangle and GAP Model in Hospital Industry.International Letters of Social and Humanistic Sciences, 8, pp.77-85.